Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge through an Inquiry-Based Elementary Science Course

Autor/inn/en	Choi, Sanghee; Ramsey, John
Titel	Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge through an Inquiry-Based Elementary Science Course
Quelle	In: School Science and Mathematics, 109 (2009) 6, S.313-324 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2009.tb18101.x
Schlagwörter	Elementary School Science; Methods Courses; Elementary School Teachers; Teacher Attitudes; Science Instruction; Beliefs; Knowledge Base for Teaching; Pedagogical Content Knowledge; Inquiry; Inservice Teacher Education; Interviews; Observation; Lesson Plans; Reflection + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrerfortbildung; Interviewing; Interviewtechnik; Beobachtung; Lesson planning; Unterrichtsplanung
Abstract	This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry-based science instruction and the influence of an inquiry-based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14 elementary school teachers before and after completing a three-credit elementary science methods course that was inquiry-based. The findings showed that the teachers' beliefs, attitudes, and practical knowledge about inquiry were clearly influenced by the course. Through this course, the teachers developed fairly positive beliefs and attitudes that promoted inquiry instruction. The majority of participants also improved their knowledge and skills of conducting inquiry as they successfully practiced inquiry-instruction in their science teachings. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10